Course syllabus spring 2017
Course syllabus spring 2017
Title
Nursing and Clinical Practice in Somatic, Emergency, and Municipal Home Care
Swedish title
Nursing and Clinical Practice in Somatic, Emergency, and Municipal Home Care
Course code
OM161E
Credits
30 credits
Grading scale
UA / Excellent (A), Very Good (B), Good (C), Satisfactory (D), Pass (E) or Fail (U)
Language of instruction
English
Decision-making body
Faculty of Health and Society
Syllabus approval date
2016-11-14
Syllabus valid from
2017-01-14
Entry requirements
The entry criteria for nursing students include:
1. successful completion of the first two years of a nursing program
2. formally approved by sponsor university and Malmö University.
Level
Basic level
Main field
Nursing
Progression level
G2F
Progression level in relation to degree requirements
Level 61-90. The course is included in the programme's sixth semester.
Course objectives
Upon completion of the course, the student will independently perform person-centered care, and prescribed medical treatment to patients with various diseases. In addition, the student will be capable of lead nursing care, plan and implement actions to prevent disease.
Course contents
The course has five distinct modules to complete during a 20-week timeframe which is detailed below. Teaching is based upon the student’s prior knowledge and critical reflection abilities and active engagement. Reflection is included as an educational method for developing empathy and ethical approach. Of the 20 weeks allotted to this course a minimum of 12 weeks are in clinical settings. Here education takes place during weekdays, evenings, nights and weekends. The core competences; person-centred care, teamwork and collaboration, evidence-based practice, safety, and informatics are discussed in relation to the nursing process, and the nurse´s role.
Overall Course Grading Scale
The Grading system A-U clarifies the overall grade attained by individual students.
Grades that are used include: pass with distinction (A, B), pass (C, D, E) and fail (U) as specified below: A = Excellent – outstanding performance with only minor errors B = Very good – above average standard but with some errors C = Good – generally sound work with a number of notable errors D = Satisfactory – fair but with significant shortcomings E = Pass – performance meets the minimum criteria U = Fail – considerable further work is required
Examination Re-sits
Students who fail theoretical examinations have two further opportunities to re-sit during the same term. Thereafter students have the opportunity to re-sit during the following term, using the same format indicated above. Examinations and re-sits are scheduled throughout the course timetable. If a course is no longer offered or has undergone major changes, students are offered two re-sit opportunities based on the syllabus used during their initial registration up to one year from the date of the implementation of the changes.
Clinical practice can be interrupted by the student or by the examiner. In cases where students take the initiative to interrupt their studies, without consent of the examiner, a fail grade (U) will be issued. Students who have failed their clinical practice will receive the opportunity of one re-sit which corresponds in length and content to the failed placement. (This is subject to availability of clinical placements, clinical teachers and preceptors.) If the student has demonstrated such a lack of skill that may harm patients, the examiner, in consultation with the preceptor and the head of Department of Care Science, can decide to remove the student from the placement prematurely. In all of the above circumstances the opportunity to complete outstanding studies is individually negotiated and a study plan drawn up to retake clinical practice; if the course entry criteria have been reached.
Modules
1. Placement in Somatic Care, 16 credits
Module contents
Module 1 focuses on development of nursing skills in somatic care. This module includes a 256 hour clinical placement internship spread over eight weeks in somatic wards. Beside these eight weeks, the Swedish students have clinical placements in the clinical education department (KUA) for 2 weeks and half day educational dialysis visit offered to Scandinavian students. Both scientific and experience-based knowledge in nursing is strengthened and integrated with medical science, management and patient safety. Preventive, curative, stabilizing, supportive and palliative care provision is improved using patient-centred nursing processes. Prescribed medical treatment is performed with consent from patients; nursing care is documented and conducted in accordance with applicable regulations and policies. The student manages and distributes work to the care team through inter-professional collaboration.
Module learning outcomes
Upon completion of module 1 students should be able to:
1. plan and independently exercise leadership skills and collaborate professionally within the team,
2. communicate and interact empathically and professionally within the health care team to assist in care provision for patients, provide support and inform relatives in line with patient consent guidelines,
3. apply, critical analyse and independently document the nursing process using experience- and evidence-based knowledge,
4. identify crucial aspects of the nursing process in collaboration with the patient and family in conjunction with patient’s individual needs, provide care and treatment from a person-centered, ethical and safety perspective,
5. inform and educate patients, families, health care staff and act upon the information given,
6. demonstrate knowledge of pharmacology to, administer and provide information about medications in accordance with regional and national guidelines,
7. motivate and apply the use of the relevant national legislation,
8. reflect on professional self-awareness, empathy and own need for further knowledge, and
9. critically examine, analyse and apply research-based knowledge in relation to adverse events in care and outline necessary preventive measures.
Module learning activities
This module includes lectures (intended learning outcome 3), mandatory clinical placement in Medical and Surgical care (intended learning outcomes 1-8). The module also includes a mandatory presentation of a scientific work during the clinical placement, as well as participation in group assignment focused on patient safety (intended learning outcome 9). Any absence from the presentation is compensated by a presentation at another occasion during the clinical placement. Any absence from participation in group assignment is compensated in consultation with the examiner by writing a supplementary assignment. The nursing process is practiced using virtual patients (intended learning outcomes 3-4). Any absence from the clinical placement is compensated according to the information under the heading Examination Re-sits above.
Module assessment
The module´s intended learning outcomes 1-8 are assessed through individual assessment of students' performance during the clinical placement in somatic care where knowledge and skills, as well as professional and ethical conduct, are assessed through the Assessment of Clinical Education (AssCE) form's criteria (8 credits). The intended learning outcomes 2-6 are also assessed through an individual written exam, ‘Nursing knowledge’, where the focus of the assessment is on the student´s ability to apply the nursing process (4 credits). Intended learning outcome 7 is also examined through an individual written exam, ‘Law related knowledge’ where the focus of the assessment is on the student's ability to justify application of relevant legislation (2 credits). Intended learning outcome 9 is assessed orally and in writing using patient cases. The assessment focuses on the student´s ability to critically examine, analyse and apply research-based knowledge relevant for specific measures in relation to adverse events in health care (2 credits). Information related to grades and specific criteria are established and specific assessment criteria are presented in the study guide.
2. Emergency Care including disaster medicine, 6 credits
Module contents
This module is conducted in acute wards in pre-and hospital emergency care, intensive care, surgical and anaesthetic care settings. Theoretical introductions to nursing specialties are provided. This module includes 64 hours of placement day time or night time equivalent spread over a period of two weeks. During this clinical placement the student will be expected to observe vital signs, identify care priorities according to ABCDE-concept, communicate according to SBAR and reflect on ethical dilemmas. Students should also reflect on the role of the nurse in these areas. In disaster medicine both the medical and nursing oriented action preparedness, for different kinds of i.e. disasters, is taught. Principles of community emergency organization from a national and international perspective, along with the importance of preparedness for violence and threats, are illustrated. Principles of injury diagnosis and prioritization of injuries are exemplified in hospital preparations for major incidents.
Module learning outcomes
Upon completion of Module 2 the student should be able to
1. explain the importance of maintaining the patient’s airway, accuracy of vital sign management and prioritization of patient care swiftly; according to local and national guidelines,
2. carry out nursing care and treatments under supervision with regard to both patient safety and an ethical perspective and to create a professional relationship with the patient focusing on the short meeting, and
3. explain the principles of disaster medicine techniques for serious events.
Module learning activities
This module includes mandatory introduction in specialist acute departments within the hospital (intended learning outcomes 1-3). The module includes a compulsory seminar in emergency care (intended learning outcomes 1-3). Any absence from placement is compensated according to the information under the heading ‘Examination re-sits’. Any absence from other mandatory tasks is compensated in consultation with the examiner by writing a supplementary assignment if the work format cannot be organized during the semester.
Module assessment
In this module intended learning outcomes 1 and 3 are individually assessed at a seminar where the focus of the assessment relates to the student's ability to account for relevant clinical judgement and care of patients with various acute conditions and to account for principles of disaster medicine in relation to serious events. Intended learning outcome 2 is examined through an individual assessment of the student´s performance in the clinical placement in emergency care where knowledge, skills and ethical conduct are in focus. The assessment is based on Assessment of clinical training in emergency care. Grades for all examinations are based on established criteria (See study guide).
3. Municipal Home Care and palliative care, 6 credits
Module contents
This module has a palliative and theoretical introduction to nursing in home care. Teaching focuses on communication, municipal home care organization, cooperation between the county and municipality as well collaboration between social services and health care. The value of relatives, local support networks and the importance of continuity of the patient care chain are highlighted. The module includes 64 hours of clinical placement in home care, spread over 2 weeks. During the placement, the student should, together with the supervising nurse, perform nursing care and prescribe medication in the patient's home according to their skills. Identification of risks to the patient, the delegation process and coordinated care planning will be applied. The student must reflect on the importance of nurses' empathic attitude when carrying out care in the patient's own home. Patient Influence and kindred interaction is emphasized.
Module learning outcomes
Upon completion of Module 3 the student should be able to:
1. explain palliative care with focus on pain relief and demonstrate patient centered care relative to physical, mental, social and spiritual needs,
2. carry out associated nursing care and treatments, under supervision, in patients' homes and reflect on the specific role of the nurse to secure professional - patient relationships in a home care context, and
3. critically analyse one's own professional attitude when caring for patients in their own homes.
Module learning activities
Module three includes mandatory introduction to home care and clinical placement in home care (learning outcomes 1-3). Any absence from this placement is compensated according to the information under the heading ‘Examination re sits’. Any absence from other mandatory work formats must be compensated in consultation with the examiner by writing a supplementary assignment if the work format cannot be organized during the semester.
Module assessment
Intended learning outcomes 1 and 3 are assessed through an individual written assignment regarding the student's ability to report on palliative care with focus on pain relief. Taking, physical, mental, social and spiritual and patient centered needs into consideration. Intended learning outcome 2 is examined through an individual assessment of the student´s performance in the placement of home care where skills and ethical conduct are assessed based on Assessment of clinical training in municipal home care. Grades for all examinations are based on established criteria (See study guide).
4. Clinical Supervision, 1 credits
Module contents
The module includes application of methodology for clinical nursing supervision and integration of vocational nursing knowledge and relevant research with regard to the main field.
Module learning outcomes
Upon completion of the module the student should be able to:
1. critically evaluate and relate to theoretical and applied knowledge in nursing in relation to the nursing profession and the student's own knowledge and skills.
Module learning activities
The module includes continued development of the nursing profession through clinical supervision in a group that provides support to achieve the learning objective of the module.
Module assessment
The intended learning outcome in module 4 is examined through active participation where each student presents and reflects on experienced nursing situations and through an individual written examination where the focus of the assessment is on the student's ability to critically discuss the nursing profession and the need of the knowledge- and skills in relation to nursing.
5. Drug Calculation, 1 credits
Module contents
The module includes theoretical exercises, and consists of current calculations, preparation and administration of drug prescriptions.
Module learning outcomes
Upon completion of the module students should be able to:
1. apply drug calculations in relation to unit conversion, dilution calculations, infusion rates, percentages and infusion preparation of concentrated additives.
Module learning activities
In order to successfully fulfil the intended learning outcome above a series of complimentary drug calculation interactive lectures are provided.
Module assessment
The intended learning outcome in this module is assessed by an individual written exam where the focus of the assessment is on the student's ability to perform drug calculations. To pass, all calculations must be accurate and all calculations should be reported.
Learning outcomes
The course is divided into six modules:
1. Medical and Surgical Care (adults and elderly people), 16 credits
Upon completion of the module students should be able to:
1. communicate effectively within the health care team to assist in care provision for patients, provide support and inform relatives in line with patient consent guidelines
2. participate in professional teamwork and exercise leadership skills
3. develop a nursing journal using the nursing process and apply knowledge of patho-physiology, pharmacology, critical thinking and reflection
4. independently apply crucial aspects of the nursing process in conjunction with patient’s individual needs relating to prevention, curative, stabilization or palliative care delivery according to current regional and national guidelines
5. apply relevant principles and laws related to professional nursing
6. inform and educate patients, families, (in accordance with patient consent guidelines) and staff concerning nursing care provision throughout the duration of care
7. safely calculate, prepare and administer pharmaceutical medications to patients in accordance with regional and national guidelines
8. prepare and execute prescribed medical treatments, hygiene and aseptic techniques in accordance with current local and national guidelines
2. Emergency Care, 6 credits
Upon completion of the module the student should be able to:
1. carry out associated nursing care and treatments in emergency situations in line with specific regional and national criteria
2. explain the importance of maintaining the patient’s airway, accuracy of vital sign management and prioritization of patient care swiftly; according to local and national guidelines
3. explain the principles of disaster medicine techniques
3. Home Care, 5 credits
Upon completion of the module the student should be able to:
1. carry out associated nursing care and treatments in patients' homes and reflect on the specific role of the nurse to secure professional - patient relationships in a home care context
2. apply a phenomenological empathic attitude when communicating with patients
4. Clinical Supervision, 1 credit
Upon completion of the module the student should be able to:
1. reflect upon theoretical and applied knowledge in nursing practice
5. Drug Calculation, 1 credit
Upon completion of the module student should be able to:
1. apply drug calculations in relation to unit conversion, dilution calculations, infusion rates, percentages and infusion preparation of concentrated additives
6. Clinical Examination, 1 credit
This module students should be able to:
1. integrate theory into clinical situations and relate these to professionalism.
Learning activities
The course consists of six modules which are designed to synthesize theoretical and clinical knowledge in focused areas. In so doing a range of organized teaching methods has been devised which work in tandem with the discipline of self-directed study.
1. Medical andSurgical care (adults and older people), 16 credits
Module one includes introduction and placement onto a somatic ward. In order to successfully fulfil learning outcomes 1-8; a series of complimentary interactive lectures are provided. Invasive technique training is offered to all students to optimize their clinical skills. Scandinavian students attend a two week internship in KUA (multi-disciplinary teaching ward) as well as a half day dialysis visit. For further details concerning any of the above, please refer to the corresponding study guide.
2. Emergency Care placement, 5,5 credits
Module two includes introduction and placement in specialist acute departments within the hospital. In order to successfully fulfil learning outcomes 1-3; a series of complimentary lectures are provided. For further details please refer to the corresponding study guide.
3. Community Care placement, 4,5 credits
Module three includes introduction and placement in community care. In order to successfully fulfil both learning outcomes; a series of complimentary lectures are provided. For further details please refer to the corresponding study guide.
4. Clinical Supervision, 1 credit
Module four includes continued development of nursing professionalism through clinical
supervision that provides support to achieve the learning objective set for this module. For further details please refer to the corresponding study guide.
5. Drug Calculation, 1 credit
Module five includes guidance to achieve the learning objective for this module. For further details please refer to the corresponding study guide.
Assessment
The Grading system A-U is used for full course and in module 1, for the nursing process and for the clinical practice. Grades that are used are pass with distinction (A, B), pass (C, D, E) and fail (U) as specified below:
A = Excellent – outstanding performance with only minor errors
B = Very good – above average standard but with some errors
C = Good – generally sound work with a number of notable errors
D = Satisfactory – fair but with significant shortcomings
E = Pass – performance meets the minimum criteria
U = Fail – considerable further work is required
The Malmö School of Nursing grading system is applied in module 1, for leadership, patient safety, and regulation, as well in module 2-6. In these modules the grades Pass (G) or Fail (U) are used.
Students are expected to draw extensively upon their work practice, independent studies and feedback from peers and colleagues to successfully complete course assessments. Much of the work based learning in these modules is incorporated into the variety of assessment activities, including formal assessment by qualified educators. Examinations will be conducted through combinations of individual examinations, seminars, and in clinical practice. To receive the grade pass with distinction (A, B) for the course in all this grades is required for in module 1.
1. Medical and Surgical Care (adults and elderly people), 16 credits
The student is assessed using the following examinations: Learning outcomes 1 - 8 are examined thought assessment of student performance during clinical practice in either a medical or surgical ward in which knowledge, skills and analytical approaches are evaluated; based on Assessment of Clinical Education (AssCE) criteria (8 credits). The second learning outcome is examined through assessment of the student’s ability to reflect, apply theoretical concepts, and leadership performance using a specific marking rubric (0,5 credit). (NB: All marking rubrics referred to in this document are published on the course website from the outset of the course.) The third and fourth learning outcome is individually examined through assessment of the theoretical development of nursing journal using a specific marking rubric (4 credits). The assessment of the fifth and seventh learning outcome focuses on regulations through completion of written examinations (2 credits). The student’s awareness of patient safety is examined using critical analysis of one aspect of poor performance (related to any of the learning outcomes identified above) using a national auditing tool. This is accomplished as a group exercise; however individual contributions will be assessed, using a specific marking rubric (1,5 credits).
2 Emergency Care, 5,5 credits
Assessment of the first learning outcome focuses on nursing care and treatments in emergency situations which are assessed and evaluated in clinical practice by an assigned clinical mentor. The assessment criteria are contained in the emergency care placement form designed for this course.
The second learning outcomes focuses on explanation of the importance of maintaining the patient’s airway, accuracy of vital sign management and prioritization of patient care swiftly which is accomplished as a group exercise; however individual contributions are assessed using a specific marking rubric. An interactive role play seminar, based on the aforementioned assignment is used to assess the student’s ability to prioritize care in accordance with ABCDE prioritization principle.
The student’s understanding of disaster medicine principles is assessed through an examination
3. Home Care, 4,5 credits
The first learning outcomes focuses on completion of associated nursing care and treatments in patients' homes and reflection on their approach to obtain a professional patient relationship is assessed in clinical practice by an assigned clinical mentor. The assessment criteria are contained in the home care placement form designed for this course.
Assessment of the ability to apply a phenomenological empathic attitude in community based situations is executed through an individual assignment marked using a specific marking rubric along with attendance to two developmental role-play seminars.
4. Clinical Supervision, 1 credit
Integration of theory into clinical situations and the connection to professional nursing is assessed in a written examination with peer feedback.
5 Drug Calculation, 1 credit
Application of drug calculations are assessed through the completion of an individual mathematical test paper which reflects situations encountered by nurses during clinical placement. 100% correct answers will equal a pass.
6. National Clinical Examination, 2 credits
Students will be assessed using the following formulae and methodologies:
1. Integration of theory into clinical situations and relation of these to professionalism will be assessed in two distinct parts, although both parts are considered as a continuous assessment.
Part I: includes the successful completion of a written paper based on patient cases (1 credit)
Part II: includes the successful completion of a patient-specific practical examination (1 credit). The written examination consists of two patient cases that reflect realistic care settings that a nurse may encounter. (See study guide for further information.)
Examination Re-sits
Students who fail in theoretical examinations have two further opportunities to re-sit with the same content and requirement. Thereafter students have the opportunity to re-sit in the following course according to the same rule. Examinations and retakes are scheduled throughout the course timetable.
The clinical practice can be interrupted by the student or by the examiner. In cases where students take the initiative and without the consent of the examiner interrupts clinical practice, it leads to a fail (U). The student is offered to retake the course, unless the maximum numbers of examinations not already has been reached. If the interruption agreed upon the examiner, one opportunity to complement in the same or in the next semester, or it is considered as failed (U). The decision will be based on the individual case. Students who have failed their clinical practice will get the opportunity of one (1) retake corresponding in length and content to the failed placement subject to availability of clinical placements, clinical teachers, and preceptors. If the student has demonstrated such a lack of skill that may harm patients and clients, the examiner in consultation with the preceptor, and the head of the Department of Care Science may decide to reject and remove the student from the placement prematurely. When this occurs, the student is offered a new practice only under the condition that the maximum number of examinations has not already been reached, and that the student has shown necessary knowledge and skills according the individual plan drawn on these occasions. The student has the right, within one year after the interruption to undergo two trials which will be completed following a tailored study plan.
Course literature and other study material
1. Placement in Somatic Care, 16 credits
Gould B, (2011). Pathophysiology for the Health Professions. (Fourth Edition), Toronto, Canada Saunders Elsevier. 650 p
Marquis B, Huston C, (2013). Leadership Roles and Management Functions in Nursing. Theory and Application. Eighth Edition. Lippincott Williams and Wilkins. 150 p
Smeltzer S, Bare B, Hinkle J, Cheever K, (2010). Brunner & Suddarth’s Textbook of Medical-Surgical Nursing. Twelfth Edition. Lippincott Williams and Wilkins. Baltimore, New York, Hong Kong, London, Sydney, Tokyo. Lippincott Williams and Wilkins. Nursing Process Overview. 30 p
Young Johnson J, (2010). Handbook for Brunner and Suddarth’s Textbook of Medical Surgical Nursing, (12th Edition), Lippincott. Philadelphia, Baltimore, New York, Hong Kong, London, Sydney, Tokyo. Approx. 658 p.
2. Emergency Care including disaster medicine, 6 credits
Smeltzer S, Bare B, Hinkle J, Cheever K, (2010).
Brunner & Suddarth’s Textbook of Medical-Surgical Nursing. Twelfth Edition. Lippincott Williams and Wilkins. Philadelphia, Baltimore, New York, Hong Kong, London, Sydney, Tokyo. Lippincott Williams and Wilkins. Approx. 170 p.
3. Municipal Home Care and palliative care, 6 credits
Brazier D, (1993). AMIDA Trust, Occasional Paper. Web access:
>www.amidatrust.com/article_empathy.html< (2016-06-07)
Englander M, (2014). Empathy Training from a Phenomenological Perspective.
Journal of Phenomenological Psychology 45 p 5 - 26
Englander M, Folkesson A, (2014). Evaluating the Phenomenological Approach to Empathy Training. Journal of Humanistic Psychology. Vol 54(3) 294 -313
4. Clinical Supervision, 1 credits
Carper B A, (1978). Fundamental patterns of knowing in nursing. Jones & Bartlett Learning. ANS, 1 (1): 13 – 24 Reprinted with permission from and copyright 1978 Aspen Publications, Inc.
5. Drug Calculation, 1 credits
Lapham R, Agar H, (2009) Drug Calculations for Nurses. Step by Step Approach 3rd Edition. Hodder Arnold an Hachette UK Company E-book. >http://file.zums.ac.ir/ebook/145-Drug%20Calculations%20for%20Nurses%20A%20Step%20by%20Step%20Approach,%203rd%20Edition-Robert%20Lapham%20Heather%20Agar-.pdf< (2016-06-07).
Please note: Additional reference material may be added during the course (maximum 100 pages).
Course evaluation
The teacher/examiner in charge of the course is responsible for collating at least two course evaluations from participating students. The first will be conducted mid-semester with feedback to students as soon as possible. The second evaluation will be collated upon completion of the course. Both will be published on the school website along with the actions to be taken to improve future courses resulting from this feedback.
All student evaluation summaries will be collated in the form of a course report at the end of the course and a series of relevant timely actions generated. Outcomes from these documents will be made available on the follow-on course web page.
Interim rules
If a course is no longer offered or has undergone major changes, students will be offered two re-take sessions based on the syllabus in force at registration during a period of one year from the date of the implementation of the changes.